Ernesto
Panadero
Universidad Autónoma de Madrid
Madrid, EspañaPublicaciones en colaboración con investigadores/as de Universidad Autónoma de Madrid (47)
2025
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Unleashing think-aloud data to investigate self-assessment: Quantitative and qualitative approaches
Learning and Instruction, Vol. 95
2024
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A self-feedback model (SEFEMO): secondary and higher education students’ self-assessment profiles
Assessment in Education: Principles, Policy and Practice, Vol. 31, Núm. 3-4, pp. 221-253
2023
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A Systematic Review of Peer Assessment Design Elements
Educational Psychology Review, Vol. 35, Núm. 1
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Assessment professional development courses for university teachers: a nationwide analysis exploring length, evaluation and content
Assessment and Evaluation in Higher Education, Vol. 48, Núm. 4, pp. 485-501
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University students’ strategies and criteria during self-assessment: instructor’s feedback, rubrics, and year level effects
European Journal of Psychology of Education, Vol. 38, Núm. 3, pp. 1031-1051
2022
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Assessment design decisions in practice: Profile identification in approaches to assessment design
Assessment and Evaluation in Higher Education, Vol. 47, Núm. 4, pp. 606-621
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University classroom. Influence of motivational climate and teaching style on students' self-regulation and performance
Revista complutense de educación, Vol. 33, Núm. 3, pp. 399-412
2021
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Assessment from a disciplinary approach: design and implementation in three undergraduate programmes
Assessment in Education: Principles, Policy and Practice, Vol. 28, Núm. 5-6, pp. 703-723
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Classroom Motivational Climate in Higher Education: Validation of a Model for Assessment
International Journal of Instruction, Vol. 14, Núm. 2, pp. 685-702
2020
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A Transitional Year Level to Higher Education: Challenges, Experiences and Self-regulatory Strategies during the Final Year of the University Preparatory Level
ESE: Estudios sobre educación., Núm. 39, pp. 109-133
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Development and validation of the Teaching Styles Inventory for Higher Education (TSIH)
Anales de psicología, Vol. 36, Núm. 1, pp. 143-154
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Regulating emotions and learning motivation in higher education students
International Journal of Emotional Education, Vol. 12, Núm. 2, pp. 73-89
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Secondary education students’ self-assessment: the effects of feedback, subject matter, year level, and gender
Assessment in Education: Principles, Policy and Practice, Vol. 27, Núm. 6, pp. 607-634
2019
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An empirical review of anonymity effects in peer assessment, peer feedback, peer review, peer evaluation and peer grading
Assessment and Evaluation in Higher Education, Vol. 44, Núm. 8, pp. 1253-1278
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Assessment in Bologna context from the teaching perspective, similarities and differences between disciplines
Revista Infancia, Educación y Aprendizaje, Vol. 5, Núm. 2, pp. 456-462
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Peer assessment effects on the self-assessment process of first-year undergraduates
Assessment and Evaluation in Higher Education, Vol. 44, Núm. 6, pp. 920-932
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Spanish university assessment practices: examination tradition with diversity by faculty
Assessment and Evaluation in Higher Education, Vol. 44, Núm. 3, pp. 379-397
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Turning self-assessment into self-feedback
The Impact of Feedback in Higher Education: Improving Assessment Outcomes for Learners (Palgrave Macmillan), pp. 147-163
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Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement
European Journal of Psychology of Education, Vol. 34, Núm. 3, pp. 535-557
2018
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Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills
European Journal of Psychology of Education, Vol. 33, Núm. 1, pp. 75-99